Number
AS91736
Version
1
Page 1 of 3
Achievement Standard
Subject Reference
Education for Sustainability 3.3
Title
Analyse how different worldviews, and the values and practices
associated with them, impact on sustainability
Level
3
Credits
4
Subfield
Science
Domain
Environmental Sustainability
Assessment
External
Status
Registered
Status date
20 November 2014
Planned review date
31 December 2018
Date version published
20 November 2014
This achievement standard involves analysing how different worldviews, and the values
and practices associated with them, impact on sustainability.
Achievement Criteria
Achievement
Achievement with Merit
 Analyse how different
 Analyse in depth how
worldviews, and the values
different worldviews, and
and practices associated
the values and practices
with them, impact on
associated with them,
sustainability.
impact on sustainability.
Achievement with
Excellence
 Critically analyse how
different worldviews, and
the values and practices
associated with them,
impact on sustainability.
Explanatory Notes
1
This achievement standard is aligned with The New Zealand Curriculum, Learning
Media, Ministry of Education, 2007, and is related to learning objective 8.3 in the
Teaching and Learning Guide for Education for Sustainability, Ministry of Education,
at http://seniorsecondary.tki.org.nz.
2
Analyse how different worldviews, and the values and practices associated with
them, impact on sustainability involves:
 analysing the values associated with different worldviews and how these values
are expressed in various practices
 using evidence to explain the relationship between these values and practices,
and aspects of sustainability
 drawing conclusions about the present and future consequences of the different
worldviews for sustainability.
 New Zealand Qualifications Authority 2016
Number
AS91736
Version
1
Page 2 of 3
Analyse in depth how different worldviews, and the values and practices associated
with them, impact on sustainability involves:
 drawing informed conclusions, based on evidence and examples, about the
similarities and differences of the worldviews in terms of their impact on aspects
of sustainability.
Critically analyse how different worldviews, and the values and practices associated
with them, impact on sustainability involves:
 drawing insightful conclusions about the complexities associated with different
worldviews (and their related values and practices) and how these complexities
impact on aspects of sustainability. The complexities may include shifts over
time, conflicting values within worldviews, different views about sustainability.
3
Sustainability involves the development of ways of thinking and acting to meet the
needs of the present generation without compromising the ability of future
generations (of all living things) to meet their own needs. In Aotearoa New Zealand,
sustainability reflects, wherever possible, consideration of Māori concepts and values
relating to the environment, which may vary between hapū and between iwi.
4
The aspects of sustainability are:
 environmental
 social
 cultural
 economic.
These terms are defined and explained in the Teaching and Learning Guide for
Education for Sustainability, Ministry of Education, at
http://seniorsecondary.tki.org.nz/index.php/Social-sciences/Education-forsustainability/Key-concepts/Aspects-of-sustainability.
5
A worldview represents perspectives, ideologies or theoretical positions. Worldviews
may be selected from:
 from different historical periods, e.g. Māori pre- and post-European, pre- and postindustrial
 from two cultures/belief systems/civilisations, e.g. indigenous (e.g. Aboriginal,
Māori), spiritual (e.g. Buddhism, Judaeo-Christian), political/economic (e.g.
Capitalist, Marxist).
6
Impact on sustainability refers to practices that promote or disrupt aspects of
sustainability. The practices that impact on sustainability could be enhancing,
preventative, mitigating or remedial.
7
Assessment Specifications for this achievement standard can be accessed through
the Education for Sustainability Resources page found at
http://www.nzqa.govt.nz/qualifications-standards/qualifications/ncea/subjects/.
 New Zealand Qualifications Authority 2016
Number
AS91736
Version
1
Page 3 of 3
Quality Assurance
1
Providers and Industry Training Organisations must have been granted consent to
assess by NZQA before they can register credits from assessment against
achievement standards.
2
Organisations with consent to assess and Industry Training Organisations assessing
against achievement standards must engage with the moderation system that applies
to those achievement standards.
Consent and Moderation Requirements (CMR) reference
0233
 New Zealand Qualifications Authority 2016